Investigating and promoting best practices in teaching and learning have always occupied a prominent place in science education. From Socratic questioning to modern day technology-enhanced pedagogies, such as Peer Instruction, Interactive Lecture Demonstrations, simulation-enhanced pedagogies, educators have been looking for ways to engage students in meaningful science learning. However, frequently technology becomes a fad imposed on teachers, where, the technological tail wags the pedagogical dog. In this presentation I will invite you to re-examine the technology-enhanced pedagogical practices in physics teacher education. We will first question the applicability of the concept of "best pedagogical practice" itself and examine a number of research-informed "best practices" currently implemented in physics teacher education. We will also consider how prospective physics teachers can be engaged in creating their own "best technology-enhanced practices" that suit their views and goals of physics education and help them become the best physics teachers they can be.